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'Word-learning wizardry' at 1;6.

Carmel Houston-Price1, Kim Plunkett, Paul Harris

  • 1School of Psychology, University of Reading, Earley Gate, Whiteknights, UK. c.houston-price@reading.ac.uk

Journal of Child Language
|March 23, 2005
PubMed
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Infants rapidly learn new words with just three repetitions, even for still images. This study shows early vocabulary acquisition is easier and less restricted than previously thought for young children.

Area of Science:

  • Developmental Psychology
  • Language Acquisition
  • Cognitive Science

Background:

  • Preschoolers demonstrate rapid word learning abilities.
  • Previous research suggested infants under two years may learn words more slowly.
  • The impact of image type (moving vs. still) on infant word learning was unclear.

Purpose of the Study:

  • To investigate if infants aged 18 months can learn new words as quickly as preschoolers.
  • To determine if the type of visual referent (moving vs. still images) affects infant word learning speed.
  • To re-evaluate the conditions necessary for early vocabulary acquisition.

Main Methods:

  • Sixty-four 18-month-old infants participated in the study.
  • Infants were taught labels for either two moving or two still images.

Related Experiment Videos

  • Comprehension was assessed using the intermodal preferential looking paradigm after three label presentations per image.

    • Main Results:

    • Infants learned new word-referent associations after only three label presentations.
    • The number of repetitions required was lower than previously reported for this age group.
    • Learning occurred at the same rate for both moving and still image referents, contradicting prior findings.

    Conclusions:

    • Infants in the early stages of vocabulary development can learn new word-referent associations efficiently.
    • The learning conditions for infant word acquisition are more flexible than previously assumed.
    • Early word learning in infants is robust and not dependent on dynamic visual stimuli.